University of Oslo (UiO): FRITT (E-Journals)
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La anamnesis literaria y el texto como ente iterable en el posestructuralismo: repaso histórico de la teoría de la intertextualidad
No full textDe entre todas las dificultades con las que se topa un lingüista para poder llevar a cabo un riguroso análisis de textos literarios, las huellas intertextuales que penetran tales textos son, sin ninguna duda, las más difíciles de descifrar. La literatura, en general, y el teatro, en particular, no han sido estudiados con detalle o precisión lingüística desde los axiomas de la teoría de la intertextualidad, que es una de las aristas más importantes para proceder a un estudio cabal. Este artículo ofrece un resumen del estado del arte de la investigación perteneciente al posestructuralismo que ha desarrollado la teoría de la intertextualidad, para así demostrar que la función de los marcos intertextuales que impregnan y tiñen cualquier texto literario son necesarios para poder analizar la disposición intratextual más ilustrada y para ofrecer un mejor entendimiento de la literaturaOf the many difficult aspects linguists must overcome in order to achieve a complete and accurate analysis of any literary text, the intertextual traces that permeate such texts are undoubtedly the most challenging. Literature, in general, and drama, in particular, have not been deeply studied from the tenets of the theory of intertextuality, yet this is indeed of the utmost importance in order to achieve a worthy study. This article reviews the state of the art of poststructuralist research upon the theory of intertextuality to prove that the function of the intertextual frames which permeate and pervade any literary text must be analysed in order to ensure its lettered texture and a better understanding of literature
Mentir sin nocimiento: la historiografía peruana e Historia de Mayta de Mario Vargas Llosa
No full textStarting out with the Post-Modern critique of History in recent Spanish-American novels, this work aims to analyze and position Mario Vargas Llosa’s The Real Life of Alejandro Mayta within a revisionist tradition in Peruvian historiography. The objective of this essay is to propose that Vargas Llosa’s novel represents an allegory of Peruvian history which stems from its narrador’s work method of «mentir con conocimiento de causa». In order to understand and discuss this literary tool that the narrator employs, I rely on philosophical y critical approaches to the act of lying within and outside of the mode of fiction.Tomando en cuenta el cuestionamiento posmoderno de una historia oficial en la producción novelística hispanoamericana de las últimas décadas, este trabajo busca analizar y posicionar Historia de Mayta de Mario Vargas Llosa dentro de una tradición revisionista de la historiografía peruana. A partir de una reflexión del personaje narrador en la novela quien explica su método de trabajo como «mentir con conocimiento de causa» y basándome en aproximaciones filosóficas de Nietzsche y otros para un entendimiento del acto de mentir como herramienta literaria en la novela, propongo que Historia de Mayta debe ser leída como una alegoría de la historiografía peruana. 
El tigre no es como lo pintan: Espacio de juego en El General en su laberinto de Gabriel García Márquez
No full textEl presente trabajo analiza la versión que Gabriel García Márquez elabora de Simón Bolívar en El General en su laberinto, siguiendo las características comunes a todas las obras que formaron parte de la Nueva Novela Histórica. Se aplican como herramienta de análisis teórico metodológica la Retórica cultural y, en especial, el espacio de juego, para conocer las implicaciones y proyecciones de este relato construido por el artifex, el cual suscitó numerosas controversias en 1989, año de su publicación, al desmitificar la figura del Libertador.This paper analyzes the version that Gabriel García Márquez makes of Simón Bolívar in El General en su laberinto, following the characteristics common to all the works that were part of the New Historical Novel. Cultural rhetoric and, especially, the Play space are applied as a tool of theoretical methodological analysis, to know the implications and projections of this story built by the artifex, which raised numerous controversies in 1989, the year of its publication, by demystifying the figure of the Liberator
Perspective. Museums beyond neutrality
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Formidling fra felt i den digitale tidsalder
No full textMost archaeologists agree that public outreach is an important part of archaeological practice. Communication of fresh results from excavations and new research creates both legitimacy and greater understanding of our activities. In Norway, large scale archaeological excavations are often funded by the public sector, and public outreach is considered an important way of giving something back to society. Still, reaching out to the public is often downgraded during stressful fieldwork and considered as something you do when (or if) you have some spare time. This is unfortunate, because fieldwork is what most people associate with archaeology and has a huge potential when it comes to public outreach. In 2017-2019 the University of Bergen carried out a large excavation project, Sotrasambandet. While excavating 12 sites, we wanted to reach the public as well, to present fresh findings, introduce them to our methods, tell stories from the excavation and of course of what Stone Age life in Western Norway could have been like. In total, we produced 56 films and several different texts, and used social media as well as “open day” (evt. public day?), talks and small exhibitions to reach people. The films got great feedback, and were appreciated by schoolchildren, politicians and journalists alike.Most archaeologists agree that public outreach is an important part of archaeological practice. Communication of fresh results from excavations and new research creates both legitimacy and greater understanding of our activities. In Norway, large scale archaeological excavations are often funded by the public sector, and public outreach is considered an important way of giving something back to society. Still, reaching out to the public is often downgraded during stressful fieldwork and considered as something you do when (or if) you have some spare time. This is unfortunate, because fieldwork is what most people associate with archaeology and has a huge potential when it comes to public outreach. In 2017-2019 the University of Bergen carried out a large excavation project, Sotrasambandet. While excavating 12 sites, we wanted to reach the public as well, to present fresh findings, introduce them to our methods, tell stories from the excavation and of course of what Stone Age life in Western Norway could have been like. In total, we produced 56 films and several different texts, and used social media as well as “open day” (evt. public day?), talks and small exhibitions to reach people. The films got great feedback, and were appreciated by schoolchildren, politicians and journalists alike
What is actually true? Approaches to teaching conspiracy theories and alternative narratives in history lessons
No full textAbstract
This article presents an empirical study that examines the teaching of conspiracy theories as part of the lower secondary history curriculum in Denmark. We argue that this topic is highly relevant, especially when taught in relation to the use of history. Within this approach, answering questions about true and false is secondary to understanding how and why alternative narratives co-exist and, at times, conflict. By applying a qualitative action research approach involving two teachers who taught in three different classes, our aim was to obtain in-depth knowledge of what happens in the classroom when different teaching strategies are applied, as well as to determine whether and, if so, how students show signs of critical thinking and historical reflection. Our results show that, although they required extended contextual knowledge to practise source evaluation and historical reflection, the students were highly motivated and participated actively in discussions. Both teachers in the study used an open-ended dialogic and enquiry-based approach to prompt their students to investigate the theories for themselves and to draw their own conclusions. When teachers facilitate classroom discussions in an open-ended way, the complex existential aspects of the use of history are opened up and students are given the opportunity to explore the complexity of historical narratives. During the observations, we noted some high-level examples of historical reflection and contextualisation among the students. However, the teaching of conspiracy theories is not an easy task, and teachers face many ethical dilemmas when deciding which role to adopt.
Keywords: conspiracy theories, alternative narratives, use of history, controversial issues, teaching strategies, historical reflection
Hvad er egentlig sandt? Tilgange til at undervise i konspirationsteorier og alternative forklaringer i historiefaget
Sammendrag
Denne artikel præsenterer et empirisk studie af, hvordan der kan undervises i konspirationsteorier i historie i udskolingen på en måde så elevernes historiske refleksion opøves. Emnet er yderst historiefagligt relevant, særligt hvis det undersøges i forbindelse med historiebrug. I denne optik er besvarelser af spørgsmål om sandt og falsk sekundært i forhold til at forstå, hvordan og hvorfor alternative fortællinger eksisterer og til tider kommer i konflikt. Ved at anvende en kvalitativ aktionsforskningsmetode, der involverede et tæt samarbejde med to lærere, som underviste i tre forskellige klasser, var vores mål at opnå dybdegående viden om, hvad der sker i klasselokalet, når forskellige undervisningsstrategier tages i brug, samt at afgøre, om og i givet fald hvordan eleverne viste tegn på kritisk tænkning og historisk refleksion. Vores resultater viser, at selvom eleverne havde brug for omfattende kontekstuel viden for at kunne praktisere kildekritik og historisk refleksion, så var eleverne meget motiverede og deltog aktivt i klassediskussioner. Begge lærere i undersøgelsen brugte en åben dialogisk og undersøgelsesbaseret tilgang til at få deres elever til at undersøge teorierne for sig selv og til at drage deres egne konklusioner. Når lærere benytter en åben tilgang til diskussioner i klasseværelset, så åbnes der op for forståelsen af de mere komplekse eksistentielle aspekter af brugen af historie, og eleverne får dermed mulighed for at arbejde med kompleksiteten i historiske fortællinger. Vores observationer viser nogle eksempler på historisk refleksion og kontekstforståelse på højt niveau. Imidlertid er undervisningen i konspirationsteorier ikke en let opgave, og lærere står over for mange etiske dilemmaer, når de skal beslutte, hvilken rolle de skal indtage.
Nøkkelord: konspirationsteorier, alternative fortællinger, historiebrug, kontroversielle emner, undervisningsstrategier, historisk refleksio
Urban Space and Ritual: Constantinople in Late Antiquity
No full textWith the foundation of Constantinople, Constantine the Great created a cuty highly successful in meeting the requirements of imperial self-representation. Imperial monuments raised at the city’s most important intersections rendered the ruler omnipresent, even inescapable. Late emperors followed this pattern and occupied important sites of the cityscape with commemorative monuments which glorified the ruling dynasty. Along the Mese, the main east-west axis of the city, one imperial forum followed another, thus presenting the viewer with a series of monuments lined up like so many pearls on a string. The construction of these spaces for imperial representation went hand in hand with the development of their ritual function as each emperor attempted to transform his forum, his monument, into the target-point of city-wide processions. This development resulted in a contest between emperors past and present in which older monuments and fora finally lost ceremonial prominence, surrendering it to those created by the present ruler. In addition, more and more churches were built by the emperor, members of his family, and private benefactors withing an outside the city. After the end of Justinian’s reign, the most important of these churches began to substitute the imperial fora as departure points, stations, and destinations of citywide processions. As the emperor ceased to be regarded as the guarantor of the city’s safety, Christ and the Mother of God assumed the role as the city’s divine protectors and defenders
Fra “fransk feminisme” til norsk kjønnsforskning. En eksplorativ studie av tekst og terminologi i Pax forlags franske sakprosautgivelser (1990-2000)
No full textPå 1990-tallet var Norge preget av en sterk vekst i studentkullene, og en styrking av humanioras stilling. Dette førte til et godt marked for oversatte sakprosautgivelser, og en gyllen alder for Pax Forlag. Artikkelen undersøker i hvilken grad denne perioden satte spor etter seg i norsk fagspråk innen de humanistiske fagene, eksemplifisert med kjønnsforskning. Artikkelen presenterer en eksplorativ og kvalitativ studie av termen ‘kjønn’, ved å sammenlikne et utvalg sakprosaoversettelser fra fransk utgitt på Pax Forlag med terminologi for kjønnsforskning, som er utviklet av relevante fagmiljøer i samarbeid med Språkrådet. I tillegg undersøker artikkelen Delphys (1996) tese om at “fransk feminisme” er en nordamerikansk oppfinnelse som gir en unyansert fremstilling av feministisk teori og praksis i Frankrike. Materialet er hentet fra Nasjonalbibliotekets digitale samlinger. Den eksplorative studien viser at det i noen grad er samsvar mellom Pax-utgivelsene og dagens kjønns-forskningsterminologi, og at Pax-utgivelsene skiller seg ut når det gjelder fokus på seksualitet. Selv om det analyserte materialet er begrenset, tyder studien på at de franske sakprosaoversettelsene har hatt begrenset påvirkning på dagens terminologi.The publishing house Pax Forlag was an important participant in the massive growth of the humanities in Norway in the 1990s through the translations of leading French thinkers such as Jacques Derrida, Julia Kristeva and Pierre Bourdieu. This article examines the influence of translations from French on the development of the terminology of gender studies in Norway, which is the result of a collaboration between the Language Council of Norway and researchers in gender studies. The article compares the term ‘gender’ (‘kjønn’) in the translations with the definition given by the Language Council’s terminology project. In addition, the article examines Delphy’s (1996) thesis that “French feminism” is an Anglo-American invention that gives an in-accurate representation of feminist theory and practice in France. The results indicate that the French translations have had limited influence on Norwegian terminology related to gender studies, and that although “French feminism” has been presented and debated in Norway, it does not seem to have had a lasting impact. This may suggest that the influence of French philosophy may be more limited than previously thought, and that Anglo-American theory has been a more important factor for term formation in Norwegian